Part B - Critical Reflection

As a teacher librarian for over two years, this subject, my fourth in this Master study, has certainly challenged me most, making me look at my role very differently.  From early module 1 readings, I learned something as basic as the fact that managing things (budgets, resources, timetables) is very different to leading people. This was the start to realizing just how vast and complicated the role of TL as leader is.  I do believe managing is a big part of leadership – being organized and efficient are important aspects of leadership.  And managing these things is a big part of a TL’s job.  Leading in schools, however, is about TLs engaging and participating, promoting teacher/student development, providing an ethical school environment and raising the standards of student outcomes.

Readings from other modules and research has affirmed what I have long but quietly believed...that leadership within schools in not restricted to individual(s) in executive positions but is a team effort.  I have witnessed this many times in my 26 year teaching career spanning 3 continents in numerous primary and middle high schools as teacher, learning support teacher and now TL.  Though the principal is the face of the school and receives most of the accolades for the school’s success, there is quite often an army of teachers leading from the middle, learning with their students, adapting to an ever changing technology environment to keep up with it all, to make tomorrow better...to be visionary. (Coatney, 2010; Purcell, 2010). 

Though I enjoyed (well, not all of it!) the challenge of Assignment 2, I thoroughly enjoyed Assignment 1.  Coming up with our own theory of leadership was such a great task.  I found Donham’s (2005) article on leadership styles a terrific read and keep referring back to his explanation of how a visionary leader inspires by articulating a heartfelt, shared goal.  This visionary leader routinely gives performance feedback and suggestions for improvement in terms of that goal.  I “wanna be” that kind of leader - a transformational leader...I want to make tomorrow better for my school community. I do feel that by studying this M. Ed – showing this continual learning to keep up with the demanding environment in which we are role models is an example of leadership for learning (Donaghue & Clarke, 2010).  Referring back to my post almost exactly two years ago, I would never have believed I was leading anything.  I really have come a long way in my thinking about my role of TL as leader. 

Writing a vision statement for the library was a challenging task...but worth it.  Last year when I studied ETL 503, I discovered that my school library did not have a collection policy?!   They have one now, thank you, so why was I surprised that we had no vision statement?!  A strong mission statement, yes, but no vision statement for the library specifically.  Despite the mark I get for this subject, I feel really proud of my vision statement for our library and intend to publish it...and as soon as I get my mark back, ensure that it is lived!

I recently attended a professional development day on the new English syllabus from the Australian curriculum.  Listening to some teachers share (whinge!) throughout the day, it was evident they were resistant and fearful of the changes the new Australian curriculum will bring.  I came away realizing that now more than ever, TLs have to be proactive.  Not only do we need to have a sound pedagogical footing and knowledge in the curriculum, but we need to take some control here, to anticipate problems and persevere (Hackman & Wageman, 2007). This is a fine time for TLs to promote the inquiry based approach by integrating information literacy with strands of the Australian Curriculum (Lupton, 2012). If it hasn’t happened before, this is probably THE prime time for collaboration between TLs and classroom teachers.  Why not work together and share this knowledge to create a school culture for continuous learning.  Work smarter...it does make so much sense. 

I will this end this reflection with my final paragraph from Assignment 1, Part A.  It pretty much sums up what I have learned in this subject. 

The distribution of knowledge to empower a vision to become a reality that is communicated transparently from an innovative, emotionally intelligent and virtuous leader brings empowerment.  LEADERSHIP!

Refererences

Coatney, S. (2010). Leadership from the middle: building influence for change. The many            faces of school library leadership (pp. 1-12). Santa Barbara, Calif.: Libraries            Unlimited.

Donham, J. (2005). Leadership. In Enhancing teaching and learning : a leadership guide for school library media specialists (2nd ed.) (pp. 295-305). New York: Neal-Schuman Publishers.

Donoghue, T. A., & Clarke, S. (2010). Teachers learning and teachers leading. In Leading             learning: process, themes and issues in international contexts (pp. 87-99). Retrieved    from http://csuau.eblib.com.ezproxy.csu.edu.au/patron/FullRecord.aspx?p=460266

Hackman, J. & Wageman, R. (2007). Asking the right questions about leadership. American         Psychologist, 62 (1), 43-47.

Lupton,M. (2012). Inquiry skills in the Australian curriculum. Access 26(2). Retrieved from              http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=584040093322031;res=       IELHSS

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of a school         library media specialist.  Library Media Connections, 29 (3), 30-33.

 

 

 

How cool is this?  21st century learning or just freaky cool?  Love it. 

Mission vs Vision

Mission Statements should be simple, direct and operative.  They should explain why something exists - a school - and what is the core purpose. 
Vision Statements answer where you are headed.  They should not be what you are about but what you want to become. 

The mission statement at my school reads

School Name as part of the City Catholic Parish,
nurtures each child by promoting values centred in Christ.

Through partnership with families and the wider community,
the school facilitates spiritual growth
and the development of individual potential.

 

I have purposely deleted the name of the school and our parish name because I think the statement is lacking...something.  Yes the core purpose is clear - nurturing, facilitating and developing each child...I just think words such as educating and learning need to be mentioned.   Growth and development are inherent to learning so maybe I am being picky. 

 

ETL Assignment 1 Part B

Reflection

Before I started this Masters degree, my notion of leadership in schools equalled power – people in executive positions.  How naive of me. Reading from CSU Module 1 that strong school leadership generally is about positioning the school for the future, and about supporting and empowering staff and students in the pursuit of teaching and learning excellence was a defining moment for me. However, readings have also confused me pointing out leadership has no generally accepted definition, no paradigms for studying it and little agreement about the best strategies for developing and exercising it (Bennis (2007) and Vroom (2007) as cited in Hackman and Wageman (2007, pp. 43).

My own understanding and practice of leadership in a school library today is different from that of 24 months ago when I had just started my job as TL.  Reading my post from May, 2011 reminded me of just how naive and scared I was about leadership, which at that point I hadn’t even considered one of the roles of a TL.  I remember reading Purcell’s (2010) view on the roles of the TL and feeling overwhelmed.  How could I possibly be a leader?  Now having two years “on the job” as a TL, I do admit there has been some leadership happening.  Overseeing a budget of thousands of dollars, organizing timetables, schedules, book fairs and incursions are part of my job but until this subject I was unaware that these tasks/roles might fall under the big umbrella of leadership.  The readings from this subject support that anyone who fulfills critical system functions, or who arranges for them to be fulfilled, is exhibiting leadership.

Like any TL I am motivated to keep learning – one has to in this digital age. Professional development and modelling best practice are two things I am doing just by being enrolled in this subject. 12 months ago, if you had asked me if this was leadership, I would have answered no.  This subject has helped me understand that influence and setting an example (best practice) are much more important than power. Looking at my own school, there is much leadership happening and it isn’t always by the executive - those in the “power” positions.  I work with some amazing teachers who are motivated to continue their learning.  They are setting the example and influencing their colleagues (me) leading and learning by example.  The expertise to lead instruction lies with the teacher ranks. The distribution of knowledge equals power...thank you Don Taspscott.

Reading about change and the fear factor it can bring resonated with me.  I have worked in schools where change occurred but was not communicated well – quite poorly in fact resulting in with many unsettled, unhappy and disillusioned teachers.  Strong leadership is needed to guide and help people understand the possible bumps in the road a change process can bring.  If people are transparent with their vision and communicate it effectively, change/growth is much more doable. 

There will be lots more learning and leading happening.  Stay tuned. 

 

References

Donham, J. (2005). Leadership. In Enhancing teaching and learning : a leadership guide for school library media specialists (2nd ed.) (pp. 295-305). New York: Neal-Schuman Publishers.

Hackman, J. & Wageman, R. (2007). Asking the right questions about leadership.  American Psychologist, 62 (1), 43-47.

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of a school         library media specialist.  Library Media Connections, 29 (3), 30-33.

Tapscott, Don. (2012). [ETL 504 Module 2 Leading Change]. Don Tapscott: Four principles for the         open world. TEDGlobal 2012.  Retrieved from Charles Sturt website
            http://interact.csu.edu.au/portal/site/ETL504_201330_W_D/page/2179fa2f-bbfd-  4f13-803d-da9d7fd8c83e

 

Lead the Change!

 Module 2 Leading Change

I really enjoyed Elina Aguilar’s (n.d.) blog titled “Effective Teams: The Key to Transforming Schools”.  Her idea of strong teams within schools being essential to retaining and sustaining teachers is such a valid point.  Schools are busy places and there would be few teachers who find time is on their side when trying to complete all the curriculum in creative and innovative ways while retraining/learning  new tools of technology to use in their teaching.  Feelings of overload and overwork can be abundant in this fast pace road of education.  Working with an effective team, however, will allow people to cope better and learn from each other (Aguilar, n.d.).

Aguilar’s 5 ideas of what makes a good team are straightforward. 

1.       A good team knows why it exists. This would be a “Vision” – a word that keeps coming up in this subject’s readings.

2.        A good team creates a space for learning. Learning happens in a safe space – make mistakes, ask questions, take risks.

3.       In a good team, there's healthy conflict. Let’s be professional and welcome healthy discussion, dissent and allow for our thinking to be pushed outside the box!

4.       Members of a good team trust each other. Equitable participation and shared decision making are paramount but a facilitator is needed to ensure a safe environment.

5.       Finally, a good team has a facilitator, leader, or shared leaders.  Someone has to be in the driver’s seat...but why not take turns in sharing the driving?

Yesterday, at our weekly staff meeting, our principal introduced a new initiative in which our school will be involved called an “Empowering Teachers” program.  In brief, we will be piloting a mentoring project whereby our professional knowledge, professional practice and professional engagement will be looked at and challenged, applauded and shared.  Though I did not watch the video until this morning, there were definitely the four types of team members present at that meeting.  The critic who opposes the change ( 30 %), the victim who panics ( 40%), the bystander who ignores (10%) and the navigator who is empowered to work with the changing circumstances (20%).  Our principal (leader) is really going to need good navigational skills such as

·         communicating the threat

·         Involving the team

·         minimizing uncertainty

·         celebrating successes in moving towards the goal

·         explaining continually

·         being as transparent as possible

to help the critics, the victims and the bystanders to get in the car while he drives it.  A bumpy road ahead I am sure. 

 

 

ETL 504

Hello!  I know...it's been too long but last year doing two subjects 501 and 503 I just never bothered with updating my blog...too busy completing those subjects.  But I'm back now with ETL 504 and it's been lovely re reading my posts and thoughts from almost two years ago.  I've come a long way since the beginning of the MEd in TL...and boy I have a longer way to go to becoming a gulp....Leader! 

Readings for 504 have been great so far but I am especially enjoying the "watch clips".  Don Tapscott was so amazing with his Open World concept.  I loved the 4 Principles of Collaboration, Transparency, Sharing and Empowerment.  Though not specifically meant for TLs, these four principles can be applied to any leader in any career.  I love the idea of "transparency".  In the last 20 months our library has undergone major renovations.  It is literally surrounded by windows so everyone can look in and see what I am teaching/learning with the students.  I hope that by looking in, teaching and learning are transparent to the viewers...there is no hiding.  I hope that the distribution of knowledge, brings power to my students. Tapscott really rocked my world this morning!

A Critical Synthesis

Part C
Critical Synthesis

I was full of confidence and vim and vigour when I started this ETL 401 course just weeks after starting my first TL position where I teach two infants classes once a week. After the first few readings however, my lack of knowledge raised feelings of overwhelming doubt and there went my confidence. So began my travels on the road of transformation of my view of the role of teacher librarian. Who knew there would be so many potholes on this road? And then I learn that there is no final destination anyway! Thank you Mr Senge (2007).

Reflecting on whether I should have known more about the role of TL before starting this course, I answer no. It would have taken a much longer time to learn about these than by just learning on the TL job. This course has taught me so much – from the fact that TLs in some countries refer to themselves as Library Media Specialists to learning about all the roles of a TL (Herring, 2007, Lamb & Johnson, 2008 and Purcell, 2010). My 7th March blog entry
http://http//thecarmichael.blogspot.com/2011/03/topic-2-role-of-teacher-librarian.html reveals my shock about the list of roles for TLs. How confused and frustrated I would be juggling lots of duties/jobs/tasks within the library now if I could not classify each one into a role. Admittedly, I am stuck in a pothole of having trouble classifying each task as many them fit into more than one role. My naivety is evident in my blog post http://http://thecarmichael.blogspot.com/2011/03/principal-support.html where I wondered if I would have to divide every library lesson of fifty minutes into ten minutes sections to fulfil every role. To be fair though, no work place, no classroom, no staff room or yard duty discussion, no professional development over the last twenty years of my career in teaching, have provided me with much opportunity to learn just what it is that teacher librarians do. This seems very wrong.

I have asked myself if I should have known more about the roles of a TL before I was hired as a one. Definitely, but then I might not have been confident enough to apply for the job. I was asked during my interview what I believed was the role of the TL. I answered confidently (see para 1) that I saw the role of the TL being part teacher and part instructional partner (IP). Though limited, I have had some positive experience working collaboratively on a class project with a TL so I could at least name the IP role. Obviously, the interview panel, which was made up of the three executive members of the school, liked my response enough and offered me the job with the proviso that I start my study in TL. Today, armed with some TL experience and information from literature from this subject’s modules and readings from the forum, I now question whether school principals should be more aware of what the TL does and thus their expectations for my job been higher? (/2011/03/principal-support.html. Hiring me, a good teacher with twenty years of classroom experience but without TL qualifications implies not a great deal of expectations. Has it become my job to educate the executive about what I do? Shouldn’t this be an executive’s responsibility as leader to know what I do or is it mine as teacher librarian in the role of leader?

The TL’s role of leadership has caused the most anxieties for me- big pothole in this road of transformation. Before this course, I associated the term leadership with administration and I have never wanted to be or hold an administrative/executive position. Reading Purcell (2010) and Stripling (2010) and reflecting on the standards of professional excellence for TLs (ALIA/ASLA, 2002) have certainly helped me to better understand the TL’s role of leadership. With time and experience, I will be more confident in using instructional leadership to guide administrators, my fellow teachers, and my students to a 21st-century style of learning. Yet this leadership role still proves daunting. Perhaps I am being too critical of my anxieties…it’s a new job and a new area of study for me. These feelings are surely part of the transformation process. It has been reassuring to read such forum posts as Maticevski (24th March 1:43pm) who cites Herring (2007) that we need to remember that no TL could possibly fulfil all roles at the same time.

Powerful readings from Warlick (2007), Senge (2007) and Dickinson (2009) have led to some serious reflection on my learning this past few months. I have learned so much but as I posted in a forum for Topic 5, 1 May, I am still very aware of my own ignorance with the more I learn about teacher librarianship. I feel stronger knowing that life long learning is about practicing a discipline. We will never arrive at our destination but will spend our lives mastering disciplines (Senge, 2007). And so this road of TL learning continues with no finish line or destination point in sight. More potholes to swerve but surely some fine driving in sight.